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Background: In March 2020, overall, 37,000 international students from China, a country at risk of the 2019-novel coronavirus (COVID-19) infection has arrived in Seoul, South Korea. Individuals from the country at risk of COVID-19 infection have been included in the Korean home-quarantine program, but the efficacy of the program is uncertain. Methods: To estimate the possible number of infected individuals within the large influx of international students from China, we used a deterministic compartmental model for epidemic and performed a simulation-based search of different rates of compliance with home-quarantine. Results: Under the home-quarantine program, the number of the infected individuals would reach 40-72 from 12 March-24 March with the arrival of 0.2% of pre-infectious individuals. Furthermore, the number of isolated individuals would peak at 40-64 from 13 March-27 March in Seoul, South Korea. Our findings indicated when incoming international students showed strict compliance with quarantine, epidemics by the international student from China were less likely to occur in Seoul, South Korea. Conclusions: To mitigate possible epidemics, additional efforts to improve the compliance of home-quarantine of the individuals from countries with the virus risk are warranted along with other containment policies.

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The objective of international nursing education in Taiwan is to prepare nursing elites to improve the quality of global healthcare. Nurses are on the frontlines in terms of helping the public through increasingly frequent climate-change disasters, helping care for the rising populations of older adults and patients with chronic diseases, and dealing with the emergence of new infectious diseases. Advancing the knowledge and capabilities of global nursing elites is imperative. The main purpose of nursing education is to educate future nursing leaders. This paper describes the internationalization of nursing education in the Department of Nursing at National Cheng Kung University as well as the process of establishing the Asia-Pacific Nursing Education Alliance to highlight the international characteristics of nursing education, the related global social influence, and the pursuit of sustainable development goals.

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BACKGROUND: University postgraduates' mobility towards, and outside the EU is continuously increasing, creating a competitive context in which maintaining a high life satisfaction (LS) is a public health challenge. However, the relationship between LS and its determinants among this population are under-documented. Our aims were to measure LS indicators of mobile postgraduates (Intra EU: Who pursue part of their studies in Europe; Outside EU: Who study outside of Europe) versus non-mobile (pursue their studies in Luxembourg), and to analyze the associations between LS and career attitudes, socioeconomic characteristics, and health-related factors for each group. METHOD: Six hundred and sixty-four (644) students obtained financial aid from the Luxembourgish government independent of their family's socioeconomic situation. Contacted by post, they completed an online questionnaire. Analyses included a multiple linear regression model in which only significant relationships (p < 0.05) were used. RESULTS: Three groups were created: Mobile intra EU (n = 381), mobile outside EU (n = 43) and non-mobile (n = 66) postgraduates. Health satisfaction was positively linked to LS, in all groups. Among the mobile outside EU group, majority (63.2%) were men and 57.9% did not live alone - health was the only determinant which contributed to their LS. Among the mobile intra EU, majority (57.8%) were women, and 64.3% not living alone. Autonomy and career adaptability attitudes were positively associated with their LS (b: 0.210 and 0.119, respectively), whereas the worry factor was negatively (b: - 0.153 and -0.159) associated. The non-mobile, were the oldest of the three groups. Majority (51.6%) were women, and 93.7% did not live alone. Career optimism and planning attitudes were positively correlated to their LS (regression parameter estimates (b: 0.400 and 0.212, respectively). CONCLUSIONS: Attention should be devoted to the LS of local and cosmopolitan students, as it seems to be a relevant health indicator. Overall, the farther the mobility was, the higher the postgraduates' general LS (8.5/10) was; this indicator was higher than the LS indicator for the age group 25-34 years 7.53/10 (EU-28, in 2013). University' services could promote the development of career projects and the promotion of health to enhance postgraduates' LS. University policy makers need to ensure this for all students.

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BACKGROUND: Presenteeism, the act of going to work while sick, is associated with increases in medication errors, patient falls, diminished quality of care, and higher costs. To date, presenteeism has not been described among nursing students. PURPOSE: This study described presenteeism in nursing students from 3 different international nursing programs. METHOD: A self-administered survey with open-ended responses was used. RESULTS: While nearly all student respondents believed going to class and clinical experiences put their classmates and patients at risk, the overall presenteeism rate was 85.5% for class and 69.5% for clinical experiences. Although there were significant differences between universities for reasons for presenteeism, a lack of opportunity for making up missed lecture or clinical time predominated. CONCLUSION: Nursing students in 3 culturally different cities reported going to class and clinical experiences while sick despite recognizing the safety risk.

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BACKGROUND: Nursing students need an understanding of global health concepts in the 21st century. Patients and/or populations may come from anywhere in the world, some of whom may be seeking refuge from conflict and/or war. In addition, nurses may be employed in other countries. PROBLEM: Nurse educators may not have international experiences or know about global opportunities or how to navigate them. APPROACH: Fulbright Scholar Awards are one way for nursing educators to experience academic opportunities in another country, working with international colleagues and/or students. OUTCOMES: One nurse educator describes her experience from successful application through the postaward period. CONCLUSIONS: Fulbright offers opportunities for academics to engage in teaching and/or research, work with international colleagues, and be immersed in other cultures. Such experiences can equip nurse educators with more comprehensive global perspectives for preparing future nurses.

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BACKGROUND: Most international electives in which medical students from high-income countries travel abroad are largely unstructured, and can lead to problematic outcomes for students as well as sending and receiving institutions. We analyse the problems of unstructured medical electives and describe the benefits of an elective experience that includes more organisation and oversight from the sending medical school. RESULTS: A number of structured elective programmes have been developed, including those at the Medical School for International Health, Israel and the University of Dundee, United Kingdom. These programmes provide significant pre-departure training in global health and the ethical dimensions of electives, support and monitoring during the elective, and post-elective debrief. Crucially, the programmes themselves are developed on the basis of long-term engagement between institutions, and have an element of reciprocity. We further identify two major problems in current medical electives: the different ethical contexts in which electives take place, and the problem of 'voluntourism', in which the primary beneficiary of the activity is the medical student, rather than the receiving institution or health system. These two issues should be seen in the light of unequal relations between sending and receiving institutions, which largely mirror unequal relations between the Global North and South. CONCLUSION: We argue that more structured elective programmes could form a useful corrective to some of the problems identified with medical electives. We recommend that medical schools in countries such as the UK strongly consider developing these types of programmes, and if this is not possible, they should seek to further develop their pre-departure training curricula.

Introduction: 'Elective' is an opportunity to deepen clinical competences and/or work in a different assistance reality and promotes personal curriculum. Subjects and methods: A descriptive analysis of the elective internships carried from 2012 to 2017 at the last year of course and compare international and national ones. The students complete an online survey regarding the activities which include demographic, development and outcomes variables. Results: 253 clinical internships carried out by 154 medical students with a mean age of 28 years and 55% were women. The majority (59%) chosen to carry out international internship, particularly United Kingdom (8.3%) and Brazil (7.5%), and only 11% stayed in Algarve region. Half of the internships were carried out in tertiary hospitals being observational-practical (66%). Until half of students (47%) chose medical specialties not included in official curriculum being preference areas: international health (15%) and anesthesiology (8.3%). The majority of internships (66%) were observational-practical. The students are responsible for all the necessary arrangements, being external financial support practically no existent). The final internship rank student was 4.46, on a scale of 0-5, and 99% would recommend the experience to their colleagues. Conclusions: The 'elective' aims to promote students ability to adapt a new professional and social realities, test their competences and sometimes confront themselves with their potential future professional choice

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Hand surgery does not have to be expensive. Substituting evidence-based field sterility for main operating room sterility and using wide-awake, local anesthesia, no tourniquet (WALANT) surgery instead of sedation makes hand surgery much more affordable worldwide. This article explains how North Americans collaborated with Ghanaian hand surgeons and therapists to establish more affordable hand care in Kumasi. It describes how multiple nonprofit organizations collaborate to create trans-Atlantic Webinars and a reverse fellowship program to share hand surgery and therapy knowledge between North American and Ghanaian hand care providers.

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The Touching Hands Project was initiated as part of the American Society for Surgery of the Hand (ASSH) outreach effort in 2014. The project has expanded rapidly and has become a pillar along with education, research, clinical practice (patient care), and organizational excellence. This article explains the background behind The Touching Hands Project that leads to a groundswell of support for ASSH's commitment to outreach from the leadership, membership, and corporate members. The Touching Hands Project in collaboration with organizations with similar missions has greatly expanded hand care across the globe by focusing on education, patient care, surgery, and rehabilitation.

Objective: describe the student experience about international academic mobility in a postgraduate nursing exchange program in Havana - Cuba. Method: experience report about the academic and personal experiences, which took place during the activities carried out in the academic exchange between Brazil and Cuba, from September to October 2018. Results: the experience made possible the acquisition of expanded scientific knowledge to nursing in the post- graduation and the formation of academic bonds, providing the improvement in the academic, socio-critical-cultural and personal formation, from the theory-practice interrelationship. Contributing to the formation of interpersonal and professional skills permeated by influential and humanistic aspects of nursing care and the internationalization process of the nursing course. Conclusion: the experience of international academic exchange contributes to personal, scientific and professional maturation and this report aims to encourage students to idealize such a possibility that adds new academic knowledge.

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Background: Patient-centred care is internationally recognized as a foundation of quality patient care. Attitudes of students towards patient-centred care have been assessed in various health professions. However, little is known how chiropractic students' attitudes towards patient-centred care compare to those of other health professions or whether they vary internationally, and between academic programs. Objective: To assess the association of select variables on student attitude towards patient-centred care among select chiropractic programs worldwide. Methods: We conducted a cross-sectional study using the Patient-Practitioner Orientation Scale (PPOS) to assess students' patient-centred attitudes towards the doctor-patient relationship. Eighteen items were scored on a 1 to 6 Likert scale; higher scores indicating more patient-centredness. All students from seven chiropractic educational programs worldwide were invited to complete an online survey. Results were analyzed descriptively and inferentially for overall, sharing and caring subscales. General linear regression models were used to assess the association of various factors with PPOS scores. Results: There were 1858 respondents (48.9% response rate). Student average age was 24.7 (range = 17-58) years and 56.2% were female. The average overall PPOS score was 4.18 (SD = 0.48) and average sharing and caring subscale scores were 3.89 (SD = 0.64) and 4.48 (SD = 0.52), respectively. There were small but significant differences in all PPOS scores by gender, age, and program. Year/semester of study within a program typically was not associated with scores, neither was history of previous chiropractic care nor having family members who are health professionals. Conclusion: This is the first international study assessing students' attitudes of patient-centred care in chiropractic educational programs. We found small but significantly different PPOS scores between chiropractic programs worldwide that did not change across year/semester of study. Scores tended to be lower than those reported among medical students. Observed differences may be related to curricular content, extent of patient exposure and/or regional cultural realities.

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AIM: This qualitative descriptive study aimed to evaluate the role of a short-term interprofessional study abroad program in Kenya on beginning awareness of cultural humility. BACKGROUND: Students in the health care professions, including nursing, must learn to work effectively with diverse patient populations and provide culturally safe care. METHOD: Course assignments of 21 students were thematically analyzed to discover how students applied concepts of cultural attunement to learn cultural humility while interacting with people in rural and urban Kenya. RESULTS: Student narrations acknowledged all aspects of cultural attunement during the experience: the pain of oppression; acted with reverence; reported coming from a place of not knowing; engaged in acts of humility; engaged in mutuality; and reported attaining harmony, cooperation, and accord. CONCLUSION: Findings suggest a short-term community-focused study abroad experience can be a valuable tool for beginning stages of becoming culturally humble and providing culturally safe health care.

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AIM: The study purpose was to describe current international clinical experience (ICE) practices in RN prelicensure programs in the United States. BACKGROUND: There is interest in ICE to fulfill the goal of preparing global citizens; however, lack of evidence on developing, implementing, and evaluating best practices for ICE limits the enactment of this approach. METHOD: An electronic survey was completed by 900 deans and/or directors of diploma, associate, bachelor's, accelerated bachelor's, and master's-entry RN prelicensure programs. RESULTS: Respondents (n = 241, 27 percent) indicated their programs included ICE. Across programs, ICE occurred most often in community health courses. The predominant reason for offering ICE was alignment with the institutional mission and vision. CONCLUSION: Wide variability exists in methods used to implement ICE for credit toward the nursing major. There is a need to continue to assess and disseminate best practices in implementing ICE to accomplish the goal of global health engagement.

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The purpose of this study was to explore nursing students' perceptions of global health experiences from an international partnership. Nursing organizations have identified global health care as core knowledge. To address global health care competencies and culture awareness, activities were designed by nursing faculty in Finland and the United States. A mixed-method questionnaire was given to 111 students. Data suggest contact with international nursing peers and learning activities increased understanding of health issues in another culture and increased student self-confidence and communication. Developing a partnership between nursing schools can result in positive global health learning experiences for students.

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Global experiential learning using clinical internships and microsemesters is expanding in nursing as an alternative to full-semester study abroad. When incorporated into the curriculum, students have a broader perspective on global health care issues. For example, students learn historic and cultural concepts that are uniquely Australian while studying diversity in a condensed two-week microsemester. We describe the development and incorporation of global internships and alternative global experiences for undergraduate nursing students.

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BACKGROUND: Cultural immersion and service learning are effective pedagogical tools to support the development of cultural competence among nursing students. An international mission trip incorporates these concepts and provides an opportunity for students to broaden their understanding and skills. PROBLEM: A review of the literature demonstrates a significant gap surrounding the process used to successfully plan such a trip. APPROACH: Within the context of a small private college, data from an exemplar project help to identify protocols for planning a successful short-term international mission trip. CONCLUSIONS: An appropriately planned short-term cultural immersion mission trip allows nurse educators and participants to achieve their personal and educational goals for the trip, while providing much-needed healthcare aid to residents and staff in impoverished and underserved areas.

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The Fulbright Program offers opportunities for faculty and students from the United States to participate in cultural exchanges for up to one year. Faculty have the opportunity to teach and conduct research with their colleagues in participating countries worldwide. My six month nursing faculty Fulbright Award at Umm Al-Qura University's School of Nursing in Saudi Arabia provided me with many opportunities for professional development. Upon arrival, the nursing school was in the midst of an accreditation process and requested my engagement in these activities. As a result, I had the opportunity to work collaboratively with far more faculty and administrators than originally anticipated. This set the foundation for productive teaching workshops and ongoing research exploring women's awareness about breast cancer within the cultural context of a conservative society. In this paper, I reflect on my journey and highlight important considerations for selecting a country and setting an agenda for teaching and research. Nursing faculty interested in global health are encouraged to become Fulbright Scholars and promote collaboration of nursing professionals and academicians worldwide.

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